School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
1. High Quality
Classroom Instruction
Students receive highquality standards and
research-based culturally
and linguistically relevant
instruction in their
classroom setting by highly
qualified teachers (RtI2
Tiers 1,2,3; EPC 1,2,3,5,6;8
DAS B, E, G)
Criteria Considerations
Date:______ Date:_____ Date: ______
Implementation Rating and Evidence
Tier I
•
•
•
•
•
•
•
•
•
•
Grade level standards are taught through explicit instruction. Instruction includes: a
focus lesson, (orientation, identifies the lesson objective, purpose, importance,
relates to background knowledge,) modeling, guided practice, collaborative practice,
and independent practice.
The learning environment is organized and effective routines are established to
promote learning.
Small group instruction is provided during the core instructional period for students
who do not master grade level standards. Groups are flexible and change based on
student proficiency and needs.
Instruction is scaffolded for English language learners and/or struggling students and
the teacher uses research-based strategies that support and build on student
knowledge.
Students are regrouped based on CELDT level for English Language Development.
Teachers use a variety of instructional strategies, varied materials, and technology to
make content accessible to all students.
Group work reflects the purpose of what was taught and modeled and provides
students opportunity to practice skills and apply knowledge as well as apply higher
order thinking skills.
Throughout the lesson the teacher checks for understanding and uses this informal
assessment of skills and understanding to guide teaching.
Planning ensures essential grade level standards are thoroughly learned while
addressing potential student challenges and lack of foundational skills in order for
initial instruction to be effective.
All staff receive in-depth training on core materials and techniques and deliver the
curriculum with fidelity.
Tier II
•
•
•
•
In addition to the above, students receive supplemental instruction based upon their
areas of need.
Research based instructional materials and techniques are provided that are aligned
to student needs.
As intensity of instruction increases, the amount of supplemental instructional time in
area of need increases and teacher/student ratio decreases.
Frequency of progress monitoring increases.
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
•
•
Adjustment to instruction is based on student progress.
All staff receive in-depth training on strategic core and supplemental materials and
techniques and deliver the curriculum with fidelity.
Tier III
•
•
•
Intervention materials and/or ELA replacement core materials are provided for
students who show lack of progress at Tier II.
Intensity of support increases significantly, as well as more opportunities for practice
Intervention staff receive in-depth training on intervention materials and techniques
and deliver the intervention curriculum with fidelity.
Documentation
Summary
Date:______ Date:_____ Date: ______
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
2. High Expectations
High expectations and
belief that all students can
learn including students of
poverty, students with
disabilities and students
representing all ethnicities
are evident in the school
and district cultures. (RtI2
Tiers 1,2,3;
EPC 1,2,3,5,6,7, 8; DAS
B,E)
Date:______ Date:_____ Date: ______
Criteria Considerations
•
Students are guaranteed that every teacher will teach to grade level standards and
instruct from a common curriculum that is used with fidelity throughout the school.
• The curriculum is respectful and reflective of the diversity of students' experiences,
backgrounds, and cultures.
• Students see themselves in the curriculum and are encouraged to relate to it
personally.
• Because learning goals and objectives are clear, students know that the teacher's
aim is to promote their mastery of subject matter.
• Students never worry that they will be shortchanged in terms of expectations,
support, or opportunity to try/fail, try/fail, and try again until they achieve mastery.
• The teachers work closely as a professional learning community using disaggregated
data and action research to determine how best to reach every child.
• Teachers are well aware of the individual talents of the students and provide the
support that every child needs.
• When one teacher succeeds, methods that led to success are shared with other
teachers in an atmosphere of mutual support, void of competition and characterized
by a desire to achieve excellence schoolwide.
• Teachers tell the students the criteria that define mastery and the different ways
mastery can be obtained.
• Administrators are seen throughout the campus encouraging students, supporting
teachers in the classrooms, and addressing school-related issues quickly, efficiently,
and completely.
Documentation
Summary
Fully
Substantially
Partially
4
100%
3
At least
75%
2
At least
50%
Minimally
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
Criteria Considerations
3. Assessments and
Data Collection
Integrated data collection
and assessment system
includes universal
screening, diagnostics,
and progress monitoring
to inform decisions
appropriate for each tier
of service delivery (RtI2
Tiers 1,2,3; EPC 6,7,8; DAS
B, E, F, G)
Assessments are used to gather information about students and make instructional changes.
Assessment occurs before, during and after instruction takes place using multiple measures
to determine a comprehensive view of a student’s proficiency. Three purposes are identified
for assessments: 1) universal screening, 2) diagnostics, and 3) progress monitoring. The
results of assessments are used to plan classroom instruction and/or interventions.
The school utilizes an effective, efficient, and timely data collection system for collecting,
reporting, distributing, and analyzing data. The system is user-friendly, and allows for ease in
interpretation and action. Teachers are trained to disaggregate and analyze student data to
assist with identifying patterns of performance and modifying instruction to meet the needs
of all students.
The assessment system includes:
o Targets for expected progress in achieving grade level standards (e.g.
increasing targets with each benchmark, % of standards mastered, student
or class goals).
o Criteria for entering and exiting interventions.
o Timelines for assessment and analysis.
o Procedures and protocols for distributing test information, collecting student
scores (scanning, etc.) and maintaining targeted student data profiles (those
needing Tier II and Tier III interventions).
o Standardized reporting protocols that teachers and administrators
understand.
o Customized reporting options/data disaggregation and longitudinal student
information.
o A process for ensuring that the data being considered is valid and reliable for
the purposes being used.
o Formalized process for collecting, housing, and using data for targeted
students.
o Expectations and responsibilities for personnel to make data-based
decisions.
Date:______ Date:_____ Date: ______
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
Tier I
•
•
•
•
Common curriculum embedded/formative assessments are given at least every six to
eight weeks to monitor student progress, but more frequent formative assessments
are administered in the classroom to assist teachers in collaboration and
identification of more immediate student needs.
All assessment data is utilized for the purpose of defining discrete skills for targeting
instruction. These multiple measures include:
o CELDT, CST, CAHSEE
o Curriculum based measurements
o Universal screening data (initial placement data)
o Local benchmark data that is aligned to standards (semester or trimester—68 weeks)
o Diagnostic assessment data
o Frequent formative assessments
o Student work samples
o Daily evidence of targeted student learning objective mastery
Universal screenings are informal or formal assessments administered to all students
to determine who may be identified as “at-risk” of falling below grade level
standards.
Progress monitoring is used to show student growth overtime in the core curriculum
and determine the effectiveness of instruction or interventions.
Tier II
•
•
Increased progress monitoring (weekly) in order to adjust instruction.
Assessment focuses on discrete skills.
Tier III
•
•
Increased Progress monitoring (2-3 days) in order to adjust instruction.
Referral for special education diagnostic assessment, if indicated.
Documentation
Summary
Date:______ Date:_____ Date: ______
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
4.
Problem-Solving
Systems Approach
Uses a problem
solving systems
process and
method to identify
problems, develop
interventions and
evaluate the
effectiveness of the
intervention in a
multi-tiered system
of service delivery
(RtI2 Tiers 1,2,3;
EPC 1,2,5,6,7,8;
DAS B, D, F)
Date:______ Date:_____ Date: ______
Criteria Considerations
•
•
•
•
•
•
A Problem Solving Team (PST) composed of a variety of stakeholders including parents,
is established to review student assessment data and advise teachers on appropriate
Tier I strategies, and/or Tier II and III interventions.
The PST gathers and examines current and past student performance data,
developmental history and parent input, to make timely instructional decisions.
The PST uses a cycle of data collection, analysis and reflection, instructional planning
and intervention to:
o Continue or discontinue strategies/interventions based upon student progress
on assessments.
o Recommend adjustments to instruction and materials to meet student needs
o Determine timeline for testing.
Staff utilizes the problem solving process to meet individual student needs including
data dialogues at all grade levels and/or content area.
PST meetings are regularly scheduled to ensure student needs are addressed before
prolonged failure.
Follow up PST meetings are scheduled for all students in Tier I, II, III interventions to
ensure student needs are being addressed.
Documentation
Summary
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
Criteria Considerations
5. Research Based
Interventions
When monitoring data
indicate a lack of
progress, an
appropriate researchbased intervention is
implemented. The
interventions are
designed to increase
the intensity of the
students’ instructional
experience. (RtI2 Tiers
1,2,3, EPC 1,2,3,6,7,8.
DAS B, D, F, G)
The school provides increasing levels of interventions to address academic or behavioral
concerns. Teachers understand and are familiar with what is offered at each Tier of
intervention. Teachers know the responsibilities required throughout the process and
recognize that a multi-tiered delivery model of intervention offers all students opportunities
to be successful. Intervention decision-making is sequential rather than an occurrence at
only one point in time. If an intervention in any Tier does not lead to positive outcomes,
then the intervention is not valid for the student and the interventions efforts are
continued with the problem-solving cycle. There is documented intervention validity to
show effectiveness for each student.
Tier I
•
•
•
•
•
•
•
Core curriculum is effective for 80-100% of students on campus.
Universal assessments are administered to determine which students need
additional or different instruction.
Quality core instruction is the basis for Tier I interventions.
Group interventions are implemented for all students through high quality
instruction on a proactive basis.
Decisions regarding curriculum, instruction, and school-wide strategies are made by
being responsive to the performance of students and their needs.
Interventions are researched-based strategies delivered in the general education
classroom setting that are routinely used when a student is experiencing difficulty
with core instruction.
Universal interventions can vary from campus to campus.
Tier II
• Interventions are intended for 5-15% of students.
• Specific research-based interventions are defined that address the specific learning
needs of students and are delivered in the general education classroom setting.
• Quality core instruction is the basis for Tier II interventions.
• When a student continues to fall significantly behind peers, even though classroom
support is provided, the teacher refers student to the Problem Solving Team (PST).
• The PST identifies root causes (based on multiple measures) to explain why the
student is experiencing difficulty.
• Collaborative decision-making is used to determine placement in Tier II
Date:______ Date:_____ Date: ______
RtI2 Element
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
•
interventions
Interventions are described and documented in the student’s file, and parents,
teachers, and anyone else necessary are notified of the student’s involvement in
the intervention
Tier III
• Interventions are intended for 1-5% of students.
• Students advance to Tier III interventions after Tier I and Tier II interventions have
not proven effective.
• Tier III interventions are more intensive and of longer duration than any other Tier;
data on learning rate and level determines the intensity and duration of
interventions.
• Specific research-based interventions are defined that address the specific learning
needs of students and maybe in either the general eduation or other specialized
setting.
• Students can be placed in a SBE approved replacement core program for ELA
(Program 4 or 5).
Documentation
Summary
Date:______ Date:_____ Date: ______
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
6. Positive Behavioral
Strategies
School wide and classroom
research-based positive
behavioral strategies. (RtI2
Tiers 1, 2, 3; EPC 1, 2, 4, 5, 6, 7,
8; DAS A, D, F)
Date:______ Date:_____ Date: ______
Criteria Considerations
The school has an identified tiered system of behavior support that includes:
Visible and documented school and district policies
• Identified positive behavior team comprised of certificated and classified
representatives and the site administrator that meets monthly
• Trainings on positive behavior strategies for all staff members
• Positive behavior is an agenda item at all school staff meetings
• Identified positive behavior evaluation protocol
• Coaching for full implementation
• Universal screening for behavior indicators
Tier 1
• Behavior policies and strategies must be effective for 80-100% of students.
• Identified school rules/agreements that are positively stated.
• System of positive acknowledgement.
• Lesson plans for positive behavior instruction.
• Data system in place to monitor office referrals .
Tier 2
•
•
•
Targeted research-based interventions for identified student groups (515% of students).
Data system that includes daily progress monitoring.
Criteria for entering and exiting the behavior intervention.
Tier 3
• Individualized research based interventions (1-5% of students).
• Assessment and intervention plan designed by behavioral specialists.
• Intensive Problem Solving Team developed that includes specialized
personnel.
• Individual student support plans
• Criteria for entering and exiting the behavior intervention.
Documentation
Summary
Fully
4
100%
Substantially
Partially
3
At least
75%
2
At least
50%
Minimally
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
7. Fidelity of Program
Implementation
Student success in the
RtI2 model requires
fidelity of
implementation in the
delivery of content and
instructional strategies
specific to the learning
and/or behavioral
needs of the students
(RtI2 Tiers 1,2,3; EPC
1,2,3,4,5,6,8;
DAS A, B, E, F, G)
Date:______ Date:_____ Date: ______
Criteria Considerations
•
District/School used a data driven collaborative decision-making process to select a State
Board of Education adopted or standards aligned program
• Adopted materials are research-based and have proven to be effective for particular
student groups
• The adopted core materials and core ancillary materials serve as the predominate
instructional program provided
• Adopted materials are consistently used by staff
• Consistent usage of materials is supported, monitored and reinforced by principal
• There is ample supplies of materials for all students
• The intervention curriculum aligns with core classroom curriculum
• Teachers are using the adopted basic core and program ancillary materials designed for
universal access/differentiated instruction to meet the needs of students, including
strategic learners.
• Key intervention strategies are reinforced in the core classroom
• There is a method for matching students to staff/staff resources based on specific areas of
student needs, which is a common practice
• Formative/summative curriculum embedded assessments are used to monitor student
achievement and appropriateness of selection of materials to student needs
• There are appropriate minutes of instruction for core curriculum and intervention
• The school’s master schedule/instructional minutes schedule allocates the appropriate
daily instructional time
• Instructional time is given priority and protected from interruptions
• There are appropriate core and intervention placement options for each grade
• All staff has knowledge of and access to intervention placement information and
curriculum and instructional strategies being utilized
• All staff can explain the steps of the intervention plan to parents, including how students
are identified, what options are available for each student, what the instructional plan is
for specific students, how students exit interventions, and can offer suggestions for parent
assistance.
Documentation
Summary
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
Less than
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
8. Staff Development
and Collaboration
All school staff
members are trained
in assessments, data
analysis, programs and
research-based
instructional practices
and positive behavior
strategies. Site grade
level or
interdisciplinary teams
use a collaborative
approach to analyze
student data and work
together in the
development,
implementation, and
monitoring of the
intervention process.
(RtI2 Tiers,1,2,3; EPC
1,2,3,4,5,6,7,8;
DAS E, F, G)
Date:______ Date:_____ Date: ______
Criteria Considerations
The school has a culture where teachers value professional development and
collaboration time. Frequent and systematic professional development and collaboration
is provided to develop highly effective staff in the appropriate use of core curriculum,
interventions, assessments, and instructional strategies in both academics and behavior.
•
Systematic and differentiated training and ongoing support including coaching for:
o Certificated Staff
o Classified Staff
o Volunteers
o Student Teachers
o Substitute Teachers
•
Systematic and differentiated training and ongoing support including coaching in:
o Data collection systems and analysis to inform instruction and
intervention placement
o State Board of Education and/or standards aligned core and intervention
curriculum
o Linking student learning results with necessary instructional changes
o Research-based instructional strategies to include high-quality core
instruction
o A multi-tiered delivery model of intervention and the components of each
Tier
Professional Learning Communities and/or Data Teams (including general
education, special education, and support staff) meet on a weekly basis for at
least 30 minutes for the purpose of evaluating and monitoring progress using a
focused meeting protocol centered on data, student learning, and defined next
steps
•
Documentation
Summary
Fully
Substantially
Partially
4
100%
3
At least
75%
2
At least
50%
Minimally
1
At least
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
Criteria Considerations
9. Parent/Family
Involvement
The involvement and
active participation of
parent/families at all
stages of the
instructional and
intervention process are
essential to improving
the educational
outcomes of their
students.
Parents/families are
kept informed of the
progress of their
students in their native
language or other mode
of communication, and
their input is valued in
making appropriate
decisions (RtI2
Tiers,1,2,3; EPC 7; DAS
A,D)
The district provides clear, timely two-way communications (including timelines, policies, etc.)
with parents, families, and community members about student achievement, academic and
other expectations, accountability requirements, and support for student academic and
behavioral success.
Parents are assured that every teacher will teach grade level standards, and instruct from a
common curriculum that is used with fidelity throughout the school. Parents are vital
members of the Problem Solving Team and collaborative decision-making. Parents are aware
of the multi-tiered delivery model of instruction and intervention provided at the school.
Tier I
•
•
•
Tier II
•
•
The school implements family and parent involvement policies and programs.
The teachers and parents participate in decisions affecting school programs.
The school provides multiple opportunities for parents and family members to access
school programs and staff, receive student and school information and resources, and
be a part of decision-making.
Parents understand and are familiar with what is offered in Tier II intervention.
Parents are notified of the student’s involvement in the intervention, and progress
made while receiving that intervention.
Tier III
• Parents understand and are familiar with what is offered in Tier III intervention.
Parents are notified of the student’s involvement in the intervention,
and progress made while receiving that intervention
• When Tier III interventions are not effective, parents are appraised of their right for
special education testing (when appropriate) and give their consent.
Documentation
Summary
Date:______ Date:_____ Date: ______
Fully
Substantially
Partially
Minimally
4
100%
3
At least
75%
2
At least
50%
1
At least
50%
School: __________________________
2
RSDSS Region V RtI Implementation Rubric
RtI2 Component
Date:______ Date:_____ Date: ______
Criteria Considerations
10. Specific Learning
Special Education services can be provided in Tier I, II or III. The RtI model for newly
Disability
identified special education students includes them in Tier III or includes a Tier IV specifically
Determination.
for these students.
The RtI2 approach may be
one component of Specific
• Student participated in tiered invention programs for appropriate amount of time
Learning Disability
(9-12 weeks per intervention).
determination as
• Programs address specific needs of student with differentiation based upon
addressed in the
students’ learning needs in core and intervention classes.
Individuals with
• Programs used are research-based and reflect the needs of the student.
Disabilities Education Act
• Staff members appropriately trained in intervention.
of 2004 statute and
• Programs are taught with fidelity.
regulations. As part of
• As more intense intervention is needed, the group size decreases while duration
determining eligibility, the
and response opportunities increase.
2
data from the RtI process
• Progress in tiered intervention is documented.
may be used to ensure
• Frequency of progress monitoring increases as intensity of intervention increases.
that a student has
• Documentation is collected to indicate tiered intervention programs insufficient
received research-based
progress.
instruction and
• Instructional approaches utilized access variety of learning modalities.
interventions. (RtI2 Tiers 3,
• Parents are informed of progress throughout the determination process.
EPC 1,2,4,5,6,7,8
DAS B, F)
Documentation
Summary
Fully
4
100%
Substantially
Partially
3
At least
75%
2
At least
50%
Minimally
1
Less than
50%